The Educational Success Programme (PRE): implementation and perspectives

Description

This study begins by examining the PRE in the context of its implementationand within a historical perspective.

In the second part, the authors distinguish between two PRE configurations:the collective PRE and the individual PRE. The former monitors a greater numberof children while the latter is more targeted.

The second part also provides analytical elements on the differences in PREformalisation according to local contexts and on the PRE’s technicalinstruments.

Finally, the third part presents the PRE in light of its actions, by tacklingthe diagnosis and identification of children and young people, eligibilitycriteria, innovative actions, relationships with parents and its impact on thelocal environment.

Background information

The PRE was implemented by the Ministry of social cohesion in January 2005.It was designed to complement the existing national and local systems.

Methodology

The study is mostly based on the reports of the consultants commissioned bythe DIV to “assess the implementation of the educational success programme”(January 2006).

The assessments carried out cover the entire territory, i.e. 82 sitesthroughout mainland France, including 9 educational success boarding schools.

In light of the deadlines and specifications, the reports were primarilyestablished based on interviews with institutional partners involved in theimplementation of the programme, and on the meeting reports provided by theprefecture, SGAR (see glossary), the academy inspection corps, the municipality,Departmental Council, CAF (see glossary), PRE coordinators etc.

Conclusions

This report proposes two different reflections.

The first one highlights the recurring recommendations made by theconsultants. The consultants agree that the system should not be overlystandardised or formalised, at the risk of making the procedures more complex,when the potential efficiency of these procedures depends on their flexibilityto allow for the progressive and regular adjustment of the system over time.

The second reflection draws attention to the issues at stake in terms ofsocial cohesion via the PREs.

The report highlights the necessity for the partners to prepare for thefuture assessment of educational success. “They will have to assess how andto what extent this system made it possible for a specific child to progress andhow individual attention was beneficial to this child.”

Contact info

Inter-ministerial Delegation for Urban and Social Development (DIV)
Sylvère Géniaux

Inter-ministerial Delegation for Urban and Social Development (DIV)
Luc Faraldi

Publication date

Researcher

Odile Joly-Rissoan ; Reporting to Dominique Glasman ; In collaboration with Jean-Marc Berthet and Nathalie Kakpo

Document type

research